Participacija mladih v izbiri preživljanja prostega časa

Abstract

Keywords

Data

Language:	Slovenian
Year of publishing:	2011
Source:	Ljubljana
Typology:	2.09 - Master's Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[E. Jamnik]
UDC:	37.013.42-053.6(043.2)
COBISS:	8959305
Views:	799
Downloads:	230
Average score:	0 (0 votes)
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Secondary language:	English
Secondary title:	Youth participation in the choice of leisure time
Secondary abstract:	This master's thesis addresses the theme of maturation and the spending of leisure time through the “eyes of the youth”. We want to integrate into the Slovenian area the term “good locations” , which includes those important segments of accommodations of youth, where they feel good and where they frequent. The aforementioned term is also a means for help in the pedagogical (operations), because it illustrates specific activities, which can have an educational effect on an individual or a group. The theoretical part starts with a discourse about socialization, primary as well as secondary. In the context of primary socialization we are also interested in risk factors within the family, which can also be the cause for the child to be put in an institution . Secondary socialization refers to everything else, which is not connected with the immediate family. Even the development of largely depends on secondary socialization, especially on peers, who implicitly and explicitly “decide” about the spending of leisure time. A theory of group socialization, which was “created” by an American psychologist Rich Harris, is presented here. Along with the fore mentioned segments of secondary socialization specific “good locations” and general effects of the social environment and society is highlighted. It is the youth’s wish to have maturation progress in accordance with their interests. This can only be accomplished if the youth participates in the selection of spending their time and, with that, participate in their own maturation. Secondary socialization is bound to the institutions which the children and youth are involved in by law . We focus on primary school, as an institution in which the participation is mandatory for youth, and institutional education, where some children and youth find themselves due to unforeseeable circumstances. This adds a short depiction of school, risk factors in school and the role of the teacher to the theoretical part. A short history of institucional education, its operation and a specific institutional education of children and youth with behavioural and personality disorders is next. As a counterweight to the totality of institutional care humanization, normalization and inclusion is mentioned. The theoretical part is concluded with Bronfenbrenner’s ecological model, which illustrates all the systems and subsystems, in which an individual operates. The empirical part represents the analysis of qualitative research, which included the population of youth aged from 12 to 16. The focus of interviews was on thinking about specific “good locations”, important persons, facing crisis and the ways of spending leisure time. Based on the analysis of the interviews we enable the reader to see into a few segments of maturation of today’s youth. Analysis includes a discourse about specific “good locations” where the youth is spending their time. Playgrounds, youth clubs, or better, the wish for these kinds of places and a personal room, which is also a sanctuary in crisis, are highlighted. We found a few differences in the selection of during the week “good locations” among the youth who live at home and those that are in an institutional care facility. The research showed smaller gender discrepancies in the choice. Further analysis shows the opinion of adults about “good locations”, which is bad, negative. Main focus of the research is on the youth’s spending of leisure time. The findings point to the fact that active spending of youth’s leisure time includes sports activities, hiking and helping with daily chores. Passive spending of youth’s leisure time is watching TV, using a computer and chatting with friends. The research showed us that the youth would want to spent their leisure time better, if they had the necessary means and a greater choice, this is especially true for the youth in institutional care. Friends are a vital and the most important factor during maturity. The results of our research also point to that fact. Friends are the ones the youth confide in, spend their time with, and have common interests. It is with friends they also experience alcohol, drugs and sex for the first time. Friends are the most important people during maturity. The research shows that friends are a lifeline in crisis for some, because the youth talks about problems amongst each other. However, there are some who rather isolate themselves in their room, listen to music and wait for problems to pass. The primary goal and purpose of the research is participation of youth in spending leisure time, in other words, so that they would be heard, to try and enable them to spend leisure time with more quality and with that an easier transition into adulthood. We would like to appeal to different institutions to help with creating some sort of model for the occupation of youth during their leisure time with this research. We are thinking of a model with a goal as simple as getting the youth “off the street”. We cannot imagine the model without the participation of youth. They would be invited to participate with the phisical construction of the model (space, equipment, color of walls, furniture) and, of coure, with the planning and the implementation of activities, which would be offered. We want to offer the youth an option of cooperating at different themed workshops, where they would also invite guests or lecturers (drugs, sex, media, arts, literary and fashion workshops …), films that show maturation or current affairs, organized field trips and competitions, and we believe there would be nothing wrong if there was also billiards or similar “games” available for passive breaks, if we can call them that. We believe that at least an additional reference person (social educator), who the youth can turn to at every moment, is required within this kind of a model. We cannot imagine the realization of the model without the cooperation of local schools, associations and also an educational institution if one is in the vicinity. We believe that the presented model means a great contribution in pedagogical capital, because it contains an important component and, with it, the help or preventive operation in education. The cooperation of youth also means their participation in a life oriented education.
Secondary keywords:	socialization;identity;educational institution;socializacija;identiteta;vzgojno-izobraževalna ustanova;
File type:	application/pdf
Type (COBISS):	Master's thesis
Thesis comment:	Univ. v Ljubljani, Pedagoška fak., Oddelek za socialno pedagogiko
Pages:	IX, 146 str.
Type (ePrints):	thesis
Title (ePrints):	Youth participation in the choice of leisure time
Keywords (ePrints):	socializacija
Keywords (ePrints, secondary language):	socialization
Abstract (ePrints):	Magistrsko delo obravnava tematiko odraščanja in preživljanja prostega časa skozi »oči mladih«. Z omenjenim delom želimo v slovenski prostor vključiti termin »dobra mesta« , ki vključuje tiste pomembne segmente bivanja mladih, kjer se le-ti počutijo dobro in kamor radi zahajajo. Poleg tega pa omenjeni termin pomeni sredstvo za pomoč v pedagoškem delovanju, saj ponazarja konkretne dejavnosti, ki lahko na posameznika ali skupino delujejo vzgojno. Teoretični del začenjamo z diskurzom o socializaciji, tako primarni kot sekundarni. V okviru primarne socializacije nas zanimajo še rizični dejavniki v družini, ki so lahko tudi vzrok za oddajo otroka v zavod . Sekundarna socializacija se nanaša na vse ostalo, kar ni povezano z ožjo družino. Tudi razvoj identitete je v večji meri odvisen od sekundarne socializacije, še posebej od vrstnikov, ki implicitno in eksplicitno »odločajo« o preživljanju prostega časa. Na tem mestu predstavimo še teorijo skupinske socializacije ameriške psihologinje Rich Harris. Poleg omenjenih segmentov sekundarne socializacije osvetlimo še konkretna »dobra mesta« ter na splošno vplive socialnega okolja in družbe. Želja mladih je, da bi obdobje odraščanja potekalo v skladu z njihovimi interesi. To je mogoče realizirati le, če so mladi participirani v izbiri preživljanja svojega časa in nenazadnje odraščanja. Sekundarna socializacija poteka tudi v institucijah, v katere so otroci in mladi vključeni po zakonu . V nalogi se osredotočamo na osnovno šolo kot institucijo, v katero so mladi vključeni obvezno, ter na zavodsko vzgojo, v katero pa so nekateri otroci in mladi nameščeni zaradi spleta okoliščin. Tako v teoretičnem delu na kratko prikažemo še šolo, rizične dejavnike znotraj nje ter samo vlogo učitelja. Nadalje beseda teče o kratki zgodovini zavodske vzgoje, o njenem delovanju ter o konkretni zavodski vzgoji otrok in mladostnikov z motnjami vedenja in osebnosti. Kot protiutež totalnosti institucionalne oskrbe omenjamo še humanizacijo, normalizacijo ter inkluzijo. Teoretični del zaključimo s Bronfenbrennerjevim ekološkim modelom, ki ponazarja vse sisteme in podsisteme, v katerih posameznik deluje. Empirični del predstavlja analizo kvalitativne raziskave, ki smo jo izvedli med populacijo mladih, starih od 12 do 16 let. Rdeča nit opravljenih intervjujev je razmišljanje o konkretnih »dobrih mestih«, o pomembnih osebah, soočanju s kriznimi situacijami ter načinih preživljanja prostega časa. Na podlagi analize intervjujev bralcu omogočamo vpogled v nekaj segmentov odraščanja današnjih mladih. Analiza tako vključuje diskurz o konkretnih »dobrih mestih«, kjer se mladi zadržujejo. Izpostavljena so igrišča, mladinski klubi oziroma želja po tovrstnih mestih ter lastna soba, ki je hkrati tudi zatočišče v kriznih situacijah. V izbiri »dobrih mest« med mladimi, ki živijo doma ter tistimi, ki so v institucionalni oskrbi, smo našli nekaj razlik, predvsem v »dobrih mestih«, ki se nanašajo na čas med tednom. Raziskava je pokazala manjša odstopanja v izbiri glede na spol. Nadalje analiza prikazuje mnenje odraslih o »dobrih mestih«, ki je slabo, negativno. Osrednji del raziskave se nanaša na preživljanje prostega časa mladih. Ugotovitve kažejo na to, da aktivno preživljanje prostega časa mladih vključuje športne aktivnosti, sprehajanje v naravi ter pomoč pri domačih opravilih. Pasivno preživljanje pa se nanaša na gledanje televizije, uporabo računalnika ter klepetanje s prijatelji. Raziskava nam je pokazala, da bi mladi radi boljše preživljali prosti čas, če bi le imeli ustrezne pogoje ter večjo izbiro, predvsem mladi, ki živijo v institucionalni oskrbi. Prijatelji so bistven in najpomembnejši člen v obdobju odraščanja. Na to kažejo tudi izsledki naše raziskave. Tako so prijatelji zaupniki, z njimi mladi preživljajo prosti čas, imajo skupne interese, z njimi pa se tudi prvič srečajo z opitostjo, drogami ter spolnostjo. Prijatelji so najpomembnejše osebe v obdobju odraščanja. Naše ugotovitve kažejo, da so prijatelji za nekatere rešilna bilka v kriznih situacijah, saj se mladi o težavah med seboj pogovarjajo. Med mladimi pa so tudi takšni, ki se raje zaprejo v svojo sobo, poslušajo glasbo in počakajo, da težave minejo. Prvenstven namen in cilj naše raziskave je participacija mladih v preživljanju prostega časa, da bi se jih slišalo, da bi jim poskušali omogočiti kvalitetnejše preživljanje prostega čas ter s tem lažji prehod v odraslost. Z raziskavo želimo apelirati na razne ustanove, da bi pomagale ustvariti ali vključiti model animiranja mladih v prostem času. V mislih imamo model , katerega cilj je, da mlade spravimo »s ceste«. Ustvarjanje modela si ne predstavljamo brez participiranosti mladih. V sodelovanje bi jih povabili že pri sami fizični konstrukciji modela (prostor, oprema, barve sten, pohištvo) ter seveda pri načrtovanju in izvajanju dejavnosti, ki bi jih nudili. Mladim želimo ponuditi možnost sodelovanja na raznih tematskih delavnicah, kamor bi povabili tudi goste oziroma predavatelje (droge, spolnost, mediji, likovno/literarno ustvarjanje, modna delavnica …), oglede filmov, ki prikazujejo odraščanje oziroma aktualno problematiko, organizirane izlete, nakupovanja in tekmovanja; nič narobe pa se nam ne zdi, da bi bil na voljo tudi biljard ali podobne »igre« za pasiven odmor. Menimo še, da je v sklopu tovrstnega modela potrebna vsaj ena referenčna oseba (socialni pedagog), na katero se lahko mladi v vsakem trenutku obrnejo. Realizacije modela pa si ne predstavljamo brez sodelovanja okoliških šol, društev ter tudi vzgojnega zavoda, če je v bližini. Menimo, da predstavljeni model pomeni velik doprinos v pedagoškemu kapitalu, saj vsebuje pomembno vzgojno komponento in tako pomoč oziroma preventivno delovanje v vzgoji in izobraževanju. Poleg tega pa sodelovanje mladih pomeni njihovo participiranost v življenje orientirani vzgoji.
Abstract (ePrints, secondary language):	This master's thesis addresses the theme of maturation and the spending of leisure time through the “eyes of the youth”. We want to integrate into the Slovenian area the term “good locations” , which includes those important segments of accommodations of youth, where they feel good and where they frequent. The aforementioned term is also a means for help in the pedagogical (operations), because it illustrates specific activities, which can have an educational effect on an individual or a group. The theoretical part starts with a discourse about socialization, primary as well as secondary. In the context of primary socialization we are also interested in risk factors within the family, which can also be the cause for the child to be put in an institution . Secondary socialization refers to everything else, which is not connected with the immediate family. Even the development of largely depends on secondary socialization, especially on peers, who implicitly and explicitly “decide” about the spending of leisure time. A theory of group socialization, which was “created” by an American psychologist Rich Harris, is presented here. Along with the fore mentioned segments of secondary socialization specific “good locations” and general effects of the social environment and society is highlighted. It is the youth’s wish to have maturation progress in accordance with their interests. This can only be accomplished if the youth participates in the selection of spending their time and, with that, participate in their own maturation. Secondary socialization is bound to the institutions which the children and youth are involved in by law . We focus on primary school, as an institution in which the participation is mandatory for youth, and institutional education, where some children and youth find themselves due to unforeseeable circumstances. This adds a short depiction of school, risk factors in school and the role of the teacher to the theoretical part. A short history of institucional education, its operation and a specific institutional education of children and youth with behavioural and personality disorders is next. As a counterweight to the totality of institutional care humanization, normalization and inclusion is mentioned. The theoretical part is concluded with Bronfenbrenner’s ecological model, which illustrates all the systems and subsystems, in which an individual operates. The empirical part represents the analysis of qualitative research, which included the population of youth aged from 12 to 16. The focus of interviews was on thinking about specific “good locations”, important persons, facing crisis and the ways of spending leisure time. Based on the analysis of the interviews we enable the reader to see into a few segments of maturation of today’s youth. Analysis includes a discourse about specific “good locations” where the youth is spending their time. Playgrounds, youth clubs, or better, the wish for these kinds of places and a personal room, which is also a sanctuary in crisis, are highlighted. We found a few differences in the selection of during the week “good locations” among the youth who live at home and those that are in an institutional care facility. The research showed smaller gender discrepancies in the choice. Further analysis shows the opinion of adults about “good locations”, which is bad, negative. Main focus of the research is on the youth’s spending of leisure time. The findings point to the fact that active spending of youth’s leisure time includes sports activities, hiking and helping with daily chores. Passive spending of youth’s leisure time is watching TV, using a computer and chatting with friends. The research showed us that the youth would want to spent their leisure time better, if they had the necessary means and a greater choice, this is especially true for the youth in institutional care. Friends are a vital and the most important factor during maturity. The results of our research also point to that fact. Friends are the ones the youth confide in, spend their time with, and have common interests. It is with friends they also experience alcohol, drugs and sex for the first time. Friends are the most important people during maturity. The research shows that friends are a lifeline in crisis for some, because the youth talks about problems amongst each other. However, there are some who rather isolate themselves in their room, listen to music and wait for problems to pass. The primary goal and purpose of the research is participation of youth in spending leisure time, in other words, so that they would be heard, to try and enable them to spend leisure time with more quality and with that an easier transition into adulthood. We would like to appeal to different institutions to help with creating some sort of model for the occupation of youth during their leisure time with this research. We are thinking of a model with a goal as simple as getting the youth “off the street”. We cannot imagine the model without the participation of youth. They would be invited to participate with the phisical construction of the model (space, equipment, color of walls, furniture) and, of coure, with the planning and the implementation of activities, which would be offered. We want to offer the youth an option of cooperating at different themed workshops, where they would also invite guests or lecturers (drugs, sex, media, arts, literary and fashion workshops …), films that show maturation or current affairs, organized field trips and competitions, and we believe there would be nothing wrong if there was also billiards or similar “games” available for passive breaks, if we can call them that. We believe that at least an additional reference person (social educator), who the youth can turn to at every moment, is required within this kind of a model. We cannot imagine the realization of the model without the cooperation of local schools, associations and also an educational institution if one is in the vicinity. We believe that the presented model means a great contribution in pedagogical capital, because it contains an important component and, with it, the help or preventive operation in education. The cooperation of youth also means their participation in a life oriented education.
Keywords (ePrints, secondary language):	socialization
ID:	8308286